Lesson 2 - Passing into Space and Control
Tactical Skills Foundations
•Year 3
•Hockey
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How can we use space cleverly to help our teammates and create scoring opportunities?
Learning Objectives
- Control the hockey ball and send it into space where teammates can collect it safely
- Work collaboratively to move the ball around using tactical awareness
- Apply passing into space skills in a small-sided game situation
Key Outcomes
- Students will demonstrate controlled ball passing into gaps and spaces
- Students will show improved tactical awareness when moving the ball as a team
- Students will apply spatial awareness skills in competitive game situations
Equipment & Resources Required
Check stick length is appropriate - should reach students' hip when standing upright
Alternative: Pool noodles or tennis rackets for beginners
Balls should be regulation weight but softer versions acceptable for Year 3
Alternative: Tennis balls or bean bags for safety modification
Bright coloured cones for visibility, check for damage before use
Alternative: Throw-down spots or rope to mark areas
Goals should be approximately 1.5m wide for this age group
Alternative: Cone goals or marked areas on walls
Goals should be approximately 3m wide for adequate challenge
Alternative: Extended cone goals or marked wall areas
Different colours for each team in game situations
Alternative: Coloured bands or wristbands
Key Vocabulary
Hitting the ball to an empty area where a teammate can run to collect it
Next to or immediately beside something
Making good use of an opportunity or advantage
The power and speed put into a pass to make it reach the right place at the right time
Understanding where to move and when to help your team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey stick grip and ball control
- Simple passing between static partners
- Understanding of basic invasion game principles
Current Skills
- Passing into space rather than to feet
- Reading the game to identify gaps and opportunities
- Collaborative movement and tactical awareness
Next Steps
- Advanced passing techniques under pressure
- Complex tactical movements and overlaps
- Creating space through dummy runs and decoy movements
Milestone Indicators
Key Teaching Points
- Always look for space before receiving the ball - scanning is essential for good decision-making
- Pass where your teammate is going, not where they currently are - anticipation is key to space exploitation
- Move immediately after passing to create new options and maintain team fluidity
- Communication through eye contact and voice calls helps coordinate team movements effectively
- The weight of your pass must match the distance - control the power for accuracy
- In games, numerical advantages only work if players spread out to use available space
- Space awareness transfers to all invasion games - these skills apply beyond hockey
Common Misconceptions
- Misconception: 'I should pass directly to my teammate's feet.' Correction: 'Pass into the space where they can run to collect the ball safely.'
- Misconception: 'Faster passing is always better.' Correction: 'The right weight and timing matter more than speed.'
- Misconception: 'I can only pass forward.' Correction: 'Sometimes passing backwards or sideways creates better space for the team.'
- Misconception: 'I should hold onto the ball until I see a perfect pass.' Correction: 'Quick passing creates opportunities - keep the ball moving.'
- Misconception: 'Space only exists near the goals.' Correction: 'Space exists all over the pitch and can be used tactically.'
- Misconception: 'These skills only work in hockey.' Correction: 'Space awareness and passing into space work in football, netball, basketball, and many other sports.'
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, offer leadership roles for engagement
dyspraxia
- Use larger, lighter equipment, reduce complexity of movements initially, provide extra practice time for skill development
autism spectrum
- Provide clear visual schedules of activities, offer quiet spaces if overwhelmed, use consistent routines and signals
visual impairment
- Use bright coloured balls and equipment, provide verbal descriptions of spatial layouts, use buddy system for guidance
hearing impairment
- Use visual demonstrations and hand signals, provide written instructions, ensure clear sight lines for visual cues
physical disability
- Adapt to seated play where appropriate, modify equipment size and weight, adjust court/area sizes for accessibility
Cross-Curricular Links
English
Technical vocabulary development, communication skills, following and giving instructions
Maths
Understanding adjacent squares, counting successful passes, measuring distances for different weighted passes
Science
Forces and motion in ball travel, physics of trajectory and weight, body movement and coordination
Geography
Spatial awareness, direction and orientation, mapping movement patterns across areas
PSHE
Teamwork and collaboration, resilience when facing challenges, fair play and sportsmanship
Teacher Guidance
Positioning
Move around the outside of activity areas to maintain full visibility, position near goal areas during games
Observation Focus
Watch for correct passing technique, spatial awareness development, and safe stick handling throughout
Intervention Points
Step in if students struggle with space identification, safety becomes compromised, or individuals become frustrated
Demonstration Notes
Use slow-motion demonstrations for complex skills, exaggerate movements for visibility, involve students in demonstrations when safe
Verbal Cues
- •'Look for the gap!'
- •'Pass where they're going!'
- •'Head up, find space!'
- •'Weight your pass!'
- •'Move after you pass!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space, adaptable to indoor hall or outdoor pitch
Surface Check
Dry, even surface free from obstacles, check for holes or dangerous equipment
Equipment Safety
Safety Checks
- •Check all hockey sticks for damage, splinters, or loose parts
- •Ensure balls are not over-inflated and are appropriate softness
- •Verify cones have no sharp edges or cracks
- •Check goals are stable and safely positioned
Risk Management
Key Risks
- •Stick contact with other players
- •Ball strikes to head or body
- •Collisions during movement activities
- •Slips and falls on wet surfaces
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between students and groups maintained
- •Progressive skill building from static to dynamic activities
- •Constant supervision and safety reminders
- •Immediate stopping protocol if unsafe situations arise
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor high-activity zones during game situations
- •Watch for fatigue affecting technique and safety
- •Be ready to intervene quickly in competitive moments
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid/support, notify school procedures as required